On the Democratisation of Science Education through Facebook: Implications for Autonomy, Equality and Teacher Education in Universities

Faiq Waghid

Abstract


In this article I offer a defence for using educational technology to democratise classroom practices in relation to science education and teacher education at universities. My contention is that educational technology, more specifically using Facebook, can engender pedagogical action amongst learners and educators that resonates with democratic practices. In other words, using educational technology in science and teacher education can enhance learner autonomy and equality, so that critical, self-reflexive thinking and disruptive thought and action respectively can be cultivated through technology-assisted education. Keywords: Education, democracy, autonomy, equality and technology



DOI: https://doi.org/10.20853/29-2-482

Refbacks

  • There are currently no refbacks.


eISSN: 1753-5913

Copyright © 2016 South African Journal of Higher Education

Hosted by Stellenbosch University Library and Information Service since 2016.

Creative Commons License -CC BY-NC-ND 4.0

Disclaimer:
This journal is hosted by the SU LIS on request of the journal owner/editor. The SU LIS takes no responsibility for the content published within this journal, and disclaim all liability arising out of the use of or inability to use the information contained herein. We assume no responsibility, and shall not be liable for any breaches of agreement with other publishers/hosts.